Learning methods such as edutainment and gamification are currently very much in trend. Learning should be fun! However, there are some critics of this attitude – especially in adult education. Therefore, in this article, we will address the question: How much fun should learning be?!

Fear of "Disnification of Learning"

What do you think: How much fun should learning be? During my research in the continuing education scene, I repeatedly encounter the opinion that "a little fun is nice, but learning is not a kindergarten." For example, the English blogger Donald Clark writes about the “Disneyfication of learning”:

Everything needs to be ‘fun’. No it doesn’t. Learning is not a circus and we are not clowns.

This statement has stuck with me. Where does the assumption come from that fun can only be found in the circus? And that entertaining elements may be appropriate for Disney but out of place in learning? Does the author believe that learning must be serious to be effective? Or is learning fun a question of age? I want to explore these questions in the article.

Symbol image "Disneyfication": How much fun and "bling-bling" is reasonable in adult education?

On Trend: Edutainment and Gamification

These two buzzwords have been essential in the continuing education scene for a few years now: edutainment and gamification. Both terms are mentioned in the article above. They are supposedly part of the “Disnification”:

Edutainment

Edutainment is simply the mix of entertainment and education. How exactly these are balanced is not fixed! This means, of course, that the educational portion can be very small. Donald Clark writes:

Edutainment, as has often been said, is more ‘tainment’ than ‘edu’.

Now Donald Clark hails from the UK – perhaps edutainment is experienced differently there than it is in the DACH region. Either way, his statement is not an argument against the concept of edutainment itself. It is merely a critique of its implementation.

Gamification

Gamification, in contrast to edutainment, utilizes our inherent play instinct to convey knowledge. Thus, gamification is per definition more active than edutainment: I am playfully encouraged to want to learn something. Donald Clark writes about this:

The Pavlovian gamification of learning is way worse (than games). (…) Most of this is childish and short-lived.

Here, Clark clearly criticizes the concept of gamification itself. He calls it not only “childish” and “short-lived,” but also refers to the Pavlovian reflex, which was originally demonstrated in dogs (and observed in humans as well).

The question is: Is it inherently bad to utilize natural instincts and reflexes to advance learning? I believe: In the end, the result counts.

What do we understand by fun?

From Clark's criticism, I gather the assumption that learning for adults must be serious and sober. I consider this fundamentally false. Fun is not a question of age!

I repeatedly notice that we do not dare to use the term “fun” in connection with adults. Instead, we resort to terms like “joy.” That sounds more adult, moderated, and less hyper. Or does it?

According to Duden, fun is simply the “pleasure one derives from a certain activity.” This does not always need to manifest in loud laughter or cheerful grinning. Fun can also simply mean that I am eager to learn more about a topic. That I am motivated to develop further. That I enjoy doing something.

Fun has many faces: sometimes it is the carefree play of children, sometimes a conversation between friends, sometimes learning for professional development. Source: blink.it / canva

Yes, learning can (also for adults) be fun!

Let’s come to the conclusion: Clark understands the trend of “Disnification” as linking learning more and more with (overly?) playful elements. We incorporate videos into our online courses, award badges, and assess knowledge through quiz elements, and so on. This may seem “childish” at times. But my stance is quite clear: Yes, learning can be fun!

Learning should even be fun. Or at least aimed at it! Because what is also clear is that for the learner, some topics and content can sometimes be quite annoying/stupid/tiring. Because the topic is dry, because the chosen method does not match one’s own preferences, or simply because one is having a bad day.

Yet we are considering the perspective of the trainer here. And I believe: If you find a way to link learning with fun for your participant – then do it!

A tip: Ask your participants for their opinions at the end of your training. I would even go so far as to say: Feel free to experiment with extremes! Build an online course that contains many gamification elements. And one that appears primarily serious and “adult.” And try out how the different methods affect your participants.

Because one thing is clear: Trainers and educators also learn best by actively experimenting. And through dialog with the participants. But do not exclude any method because it might be “too much fun.”